Teach with an intention of providing visuals. Look at your upcoming unit and list the words that are important to the lesson. Provide extra credit for students to bring in color pictures printed fro home or cut from magazines. Laminate the pictures. While you teach and refer to anything with a picture, place it on a graphic organizer on the wall of the room. Whenever you refer back to that word or concept point to the picture. Oh and frequently review the graphic organizers.

The amazing part will be when you realize how much better your other students do! Having a monolingual student really improved my teaching. I hope you enjoy the experience. I find that other kids do better with diversity in the class.

but SIOP strategies are SIOP strategies:

Provide a vocabulary list for her for every unit or investigation that is more than the one the other kids get. She's going to need help with a lot of words they won't.

Pair her with a native speaker as a partner. Choose someone who is a good student, patient, and nice. It's better to have more than one student she can partner with.

Do group/partner work as much as possible.

Avoid the use of idioms.

She should get a shortened assignment. Have her respond to the most important points of the lesson, not the nuances.

She should receive extra time for assignments and tests.

If possible, if her language acquisition is still really low, she should have her tests translated, or a translator to test her orally.

On the state test, she should have extended time and oral script.

My school is full of ELL kids, so we use SIOP strategies everywhere.

And finally, here is much more than you ever asked for on the subject, but maybe some of it will be helpful to you:

http://www.misd.net/bilingual/ell.pdf

last year for Science. My lessons weren't modified. She carried a dictionary with her and if she really had no clue, we would ask the Spanish teacher for help translating. Some times I just worked one-on-one with her once everyone else was working independently. She adjusted fine and actually ended the year with a B in the class!

For those who teach 7th & 8th grade science, what do you do to modify and accommodate the regular science lesson for your non-English speakers?